View
213
Download
0
Category
Tags:
Preview:
Citation preview
Today’s Plan
Makin
g
the
Work
Matte
r
The NYS Teaching and Leadership Standards
Inter-rater Reliabilit
y
Evidenced based observatio
ns
Applicatio
n
and u
se o
f
rubrics
Surprised me Concerned me
Implications for what we do
What needs to be a amplified to
your staff?
2028
15
What can
you do to
quiet the
noise?
What can
you do to
keep the
focus on student
learning?
How w
ill y
ou
change w
hat
you s
ay a
nd
do?
How w
ill y
ou
chan
ge yo
ur
cultu
re?
• New York State Teaching Standards and Leadership Standards
• Evidence-based observation• Application and use of Student Growth Percentile and VA
Growth Model data• Application and use of the State-approved teacher or
principal rubrics• Application and use of any assessment tools used to
evaluate teachers and principals• Application and use of State-approved locally selected
measures of student achievement• Use of the Statewide Instructional Reporting System• Scoring methodology used to evaluate teachers and
principals• Specific considerations in evaluating teachers and principals
of ELLs and students with disabilities
Lead Evaluator Training
The observer is NOT the evaluator.
The RUBRIC is the evaluator.
The observer COLLECTS EVIDENCE.
Evidence Based Observation
Description with Judgment“The teacher read from the book, The Giver, which was not at the appropriate level for the class.”
“There was too much time on discussion, not enough time on individual work.”
“The students conducted a sophisticated lab experiment.”
Specificity of Evidence
•“Students followed directions in the text to make circuit boards.”
•What data might make this more specific?
Objectivity/Specificity Matrix
Specific and Judgmental General and Judgmental
Specific and Descriptive General and Descriptive
Judgmental
Objectivity
Descriptive
Specific Specificity General
Adapted from Learning Walkthrough Guide, MA Dept. of Elementary & Secondary Education.
Objectivity/Specificity Matrix
Specific and Judgmental
“The teacher read from the book, The Giver, which was not at the appropriate level
for the class.”
General and Judgmental
“There was too much time on discussion, not enough time on individual work.”
Specific and Descriptive
“Student 1 asked student 2: ‘What are we supposed to write down?’ Student 2
said, ‘I don’t know.’”
General and Descriptive
“Students followed directions in the text to make circuit boards.”
Judgmental
Objectivity
Descriptive
Adapted from Learning Walkthrough Guide, MA Dept. of Elementary & Secondary Education.
Specific Specificity General
Opportunity for Practice #
EVIDENCE ERROR
AMENDED
EX:
Teacher circulates
Not specific
Teacher moved to the back of the room and spoke to four students.
1.
Teacher responded to off-task behavior respectfully
Your JobWrite specific and descriptive notes about what you see in the following classroom video, particularly things that align with Standards III, IV, and V.1 OR Domains 2 and 3.
Tuning our Observations
Reread your notes from this first classroom observation. Choose three pieces of data and write a correlating evidence statement for each one on three separate sticky notes.
Share with a neighbor. Help each other tune the data as necessary.
•Creativity and Innovation•Critical Thinking and Problem Solving
•Communication and Collaboration
Meet the 21st Century Skills
•Information Literacy•Media Literacy•ICT (Information, Communications, and Technology) Literacy
Meet the 21st Century Skills
•Flexibility and Adaptability•Initiative and Self Direction•Social and Cross-Cultural Skills•Productivity and Accountability•Leadership and Responsibility
Meet the 21st Century Skills
I do ModelingDirect Instruction
We do Guided practice
You do together
Collaboration
You do Independent Practice
Gradual Release of Responsibility and the Rubrics
The Gradual Release of Responsibility:
1.I DO2.WE DO3.YOU DO TOGETHER4.YOU DO
Measuring Student Autonomy
Use your pen or highlighter to mark words or concepts that delineate between the performance levels.
Rubric Analysis
•Using your evidence statements and notes, apply the rubric to your observation evidence.
Rate the videos
•Specific and Objective•Student Centered•Autonomy•Opportunity for Practice of 21st Century Skills
Last Thoughts
New York State Standards
Jigsaw Activity• Groups of 4
• #1 Read Knowledge of Content and Instructional Planning
• #2 Read Instructional Practice and Learning Environment
• #3 Read Assessment for Student Learning, Professional Responsibilities and Collaboration, and Professional Growth
• #4 Read Standards for Building and District Leaders
Inter-rater Reliability
Requires:
▫Consistent definition of good teaching▫A shared understanding of the
definition▫Skilled evaluators (Danielson)
Inter-rater Reliability
Discuss and reach consensus:
▫What constitutes great student engagement?
▫What does quality assessment look like in a lesson?
▫What makes for strong questioning and discussion prompts?
Inter-rater Reliability
Process:
▫Work on the consistent definition as a school/district, using the rubric
▫Observe and rate classroom videos together
▫Use “instructional rounds”, identifying two or three areas only
▫Conduct joint observations and compare findings
Recommended